@article{oai:iwate-u.repo.nii.ac.jp:00015542,
 author = {SMILEY, Jim and PETERSEN, Jacob B.},
 journal = {Artes Liberales, アルテスリベラレス},
 month = {Dec},
 note = {A divergence of beliefs regarding the structure and scope of grammar is identified in the literature on Japanese teachers’ of English beliefs（JTE）and Western teachers’ beliefs. This divergence results from the belief held by many JTEs that grammar equates with syntax. A review of the literature typically utilized by native speaker teachers of English（NEST）reveals that grammar has a more inclusive scope, extending to both semantics and function. Furthermore, due to perceptions of examination requirements, many JTEs believe that instruction is best conducted in Japanese（Nishimuro & Borg, 2013）. English as a foreign, or second, language（EFL/ESL）can, therefore, be instructed in four possible manners. In this theoretical paper, a four-part framework is explored. We draw upon dual process theory（Stanovich, 2009）to assess the forms of cognition that each form of instruction is likely to involve, and we note several problematic areas for EFL instruction. We conclude by indicating possible directions for further research.},
 pages = {107--123},
 title = {Divergent Conceptions of Grammar},
 volume = {109},
 year = {2021}
}